分析血管介入模拟器辅以阶段式目标教学在神经介入教学中的效果。

选择2024年9月至2024年12月于华南理工大学附属第六医院实习的40名住院医师进行神经介入教学，经随机抽签法分为2组，每组住院医师20名。2组均接受血管介入模拟器教学，其中对照组采用常规教学（多媒体课件结合模拟器操作），试验组采用阶段式目标教学（分4阶段设定目标及考核）联合模拟器培训。教学结束后，在高年资医师指导下，分别对2组研究对象进行神经介入理论、脑血管造影手术的模拟器考核，比较2组研究对象的考核成绩、住院医师能力及教学评价。

试验组理论考核及技能考核各评分均高于对照组（P<0.05）；培训结束后，试验组临床思维、手术决策能力等住院医师能力各项评分及教学评价各项评分相对较高（P<0.05）。

在神经介入教学中，采用血管介入模拟辅以阶段式目标教学，相比于血管介入模拟器教学结合常规教学，在提升实习住院医师的考核成绩与能力方面效果更佳，并可改善教学评价，应用效果较为理想。

To analyze the effectiveness of combining vascular intervention simulation with staged goal teaching in neurointervention education.

Forty interns who rotated through our hospital from September 2024 to December 2024 were randomly divided into two groups (n=20 each). Both groups received vascular intervention simulator training. The control group was taught using conventional methods (multimedia courseware plus simulator practice), while the experiment group received staged goal teaching (progressive objectives and assessments in four stages) integrated with simulator training. After training, under the supervision of senior physicians, participants were evaluated through a neurointervention theory exam and cerebral angiography simulator-based skills assessment. Assessment scores, clinical competencies, and teaching evaluations were compared between groups.

The experiment group achieved significantly higher scores in both theoretical knowledge and practical skills compared with the control group (P<0.05). In addition, the experiment group demonstrated greater improvement in clinical reasoning, surgical decision-making ability, and overall teaching evaluation scores of resident physician competencies (P<0.05).

In neurointervention training, combining vascular intervention simulation with staged goal teaching is more effective than conventional simulation-based teaching alone. This approach enhances theoretical knowledge, procedural skills, clinical decision-making, and teaching evaluation outcomes, demonstrating an overall favorable application effect.